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Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics...
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Transcript of Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics...
Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics 2 students
Louw, CMammen, K.J.
INTRODUCTION
• International problem.
• SA.
BACKGROUND
• Industry.
• Possible cause of the situation.
• International research.
PROBLEM STATEMENT
• Alternative teaching and learning methods to improve students performance.
RESEARCH PROBLEMS
• Course outcomes.• Current teaching practices.
RATIONALE
• Alternative innovations.
SIGNIFICANCE• Students. • More competitive graduates. • Staff can be developed.
RESEARCH QUESTION
• Can Guided Inquiry Based Learning (GIBL) assist the National Diploma Mechanical Engineering (NDME) improvement of academic performance and achievement of course outcomes of Thermodynamics 2 (MTHE 2) students?
SUB-QUESTIONS
• Did a GIBL program contribute to the improvement of academic performance of selected MTHE 2 students?
• How is this performance related to the Key Performance Indicators (KPI’s) developed for this course?
OBJECTIVES
• Identify alternative teaching and learning methods.
• Implement GIBL as an alternative method.
• Develop KPI’s.
• KPI measurement.
THEORETICAL FRAMEWORK
• Social constructivism – (Vygotsky).
• Mismatch between teaching and learning – (Kapadia, 2008).
• Active learning improve knowledge retention – (Prince, 2004).
• Active learning develops higher order thinking skills – (Ada, 2009).
• Critical instructional objectives for 21st century – (Huet et al., 2007).
• IBL promotes important engineering skills – (Lee, 2004).
• IBL benefits disadvantaged students – (Hmelo-Silver, 2007).
Bloom’s Taxonomy
Knowledge (Remember) [list, memorize, remember, name]
Lower order thinking skillsComprehension (Understand)[comprehend, estimate, explain]
Application (Apply)[apply, compute, manipulate, solve]
Analysis (Analyze)[investigate, classify, analyze]
Higher order thinking skillsEvaluation (Evaluate)[judge, evaluate, assess, interpret]
Synthesis (Create)[design, create, develop, modify]
RESEARCH DESIGN AND METHODOLOGY
Population:
• NDME MTHE 2 students WSU.
Sample selection:
• Twenty NMDE MTHE 2 students WSU.
Instruments:
• Formative assessments – 3 written tests.
• Formative assessment – 1 oral test.
• Summative assessment - final examination.
• KPI’s.
• Structured Questionnaire.
• Interviews.
Pilot study and lessons learned:
• Positive results.
• Need indicated from students.
Data collection:
• Action research.
• GIBL.
• Assessments: tests, oral test and examination scores.
• KPI’s.
• Structured Questionnaire.
• Interviews.
GIBL Process PARTICIPATION
Explanation of theory, concepts, processes etc.
Lecturer – activeStudents – passive
Do an example following the Q and A approach in the guide.
Lecturer – activeStudents – active
Students split up into groups and are presented with new
problems to solve following the Q and A approach in the guide.
Students – activeLecturer - facilitates
Limitations/Delimitations:
• Student social economic background.
• Secondary schools attended.
• Student commitment.
• Student attitudes.
• Gender and ethnicity.
• Teaching and learning environment.
CHALLENGES FACED AND STRATEGIES TO SOLVE THEM
• New methods of teaching and learning to students.
• Resistance from students to accept new approach.
• Oral assessment is time consuming.
• Projects take up time to visit companies.
• IBL requires extra time.
DATA ANALYSIS
• PASW for data from tests, exam, questionnaire and KPI’s.
• N-Vivo for qualitative data from interviews.
• Statistician.
DISCUSSION
• Active teaching and learning improves student learning.
• Learning pyramid – more activity results in improved knowledge retention.
• International universities are introducing active learning.
CONCLUSIONS
• Definite need for this investigation.
• Innovations enhanced student learning.
• Innovations assisted in achieving outcomes measured by KPI’s.
• Lecturers can benefit from this.
• Engineers are problem solvers.
• Questionnaire gave positive feedback.
• Interviews emphasized students enjoyment and need for change.
Questions Strongly agree
Agree Neutral Disagree Strongly disagree
1. I enjoyed the group sessions. 10 4 0 1 02. The inquiry based sessions helped me to
analyse problems effectively. 11 4 0 0 03. When working alone the inquiry based
approach helped me to analyse problems effectively. 5 4 6 0 0
4. This method helped me to understand the work and not to just memorise it. 10 4 1 0 0
5. This method helped me develop the ability to solve problems on my own. 4 10 1 0 0
6. The Thermodynamics guide with questions and answers helped me to understand the work better. 9 5 0 1 0
7. The Thermodynamics guide’s additional questions and answers helped me to understand and analyse new problems better.
4 9 2 0 0
8. This method can help me to understand other courses better. 6 7 1 1 0
9. This method should also be introduced in other courses.
9 5 0 0 1
STUDENT PERFORMANCE
• 75% of enrolled students obtained examination entry.
• 80% of students passed the course.
• 60% of enrolled students passed the course. (26% traditional)
• 55% achievement of outcomes.
SEMYEAR
NO. OF STUDENTS NO. OF ST. OBTAIN COURSE MARK
NO. OF ST. PASSED % PASSED COURSE % OF ENROLLED PASSED
22006
25 10 5 50 20
12007
26 25 5 20 19
22007
39 23 12 47 33
12008
27 12 2 17 7
22008
80 73 47 64 59
12009
33 27 3 11 9
22009
45 31 5 16 11
12010
20 16 12 75 60